scholarly journals The necessity of teaching Psychology in vocational institutions

2021 ◽  
Author(s):  
Tatiana Rusnac ◽  
Keyword(s):  
Professional Development ◽  
Young People ◽  
Technical Education ◽  
Educational Process ◽  
Parental Authority ◽  
Professional Life ◽  
Teaching Psychology ◽  
Abstract Notion ◽  
The Individual ◽  
The Relationship

This article highlights the importance of psychology in the educational process for pupils. The proofth at teaching the discipline of Psychology would be effective in technical education institutions becomes apparent when former graduates begin to have their first difficulties at the beginning of their professional life. It is essential to approach psychology in the context of methodologies aimed at the individual, personal and socio-professional development of young people. Students are incorporated into vocational education at an age suitable for learning future trades. The formation of their personality in these periods is greatly influenced by the relationship with their peers and parental authority, obviously still very important, when professional life is still just an abstract notion.

My first pedagogical experiences student contest – a good academic tradition

2019 ◽  
Vol 27 (2) ◽  
Author(s):  
Petya Konakchieva ◽  
◽  
◽  
Keyword(s):  
Professional Development ◽  
Young People ◽  
Educational Process ◽  
Point Of View ◽  
Practical Training ◽  
Individual Activity ◽  
The Awakening ◽  
Developmental Effects ◽  
The Individual ◽  
Academic Tradition

The paper presents the chronicle of a good tradition kept by the Faculty of Pedagogy at St. Cyril and St. Methodius University of Veliko Tarnovo, namely My First Pedagogical Experiences student contest. In the context of the democratic and humane values in education as well as on the basis of the modern concepts, models, and technologies, the capacity of the forum to activate personality’s synergic self-organizational potential by changing student participation in the educational process is demonstrated. From the point of view of the young people, the developmental effects of the awakening education – realized through the conceptual model of the contest – are studied and systematized. The emphasis is put on encouraging the individual activity and creativity of the future teachers through their active participation in their own professional and practical training. A successful academic tradition is being promoted to stimulate students of Pedagogy to set the vector for their future professional development.

eng „Przemoc w wychowaniu”: Prawne oraz pedagogiczne uwagi na temat Monitoringu Rzecznika Praw Dziecka w Polsce

2016 ◽  
Vol 2 (1) ◽  
pp. 0-0
Author(s):  
Błażej Juliusz Kmieciak
Keyword(s):  
Educational Process ◽  
Parental Authority ◽  
The Other ◽  
Rights Of The Child ◽  
The Family ◽  
The One ◽  
The Individual ◽  
The Right ◽  
The Relationship ◽  
Violence In Education

Law and education are phenomena that constantly intermingle. On the one hand, in the educational process we use the concepts of rights, freedoms and autonomy. Education must result in shaping a pupils fully mature personality. One of its elements is to build awareness of their rights, taking into account respect for the rights of others. On the other hand, the right is continuously working on society and the individual. It works by: informing, motivating, and educating. The areas of action are related to the relationship that exists between parents and child. This relationship is unique. It refers to the value that family institution has in a society. In the family reveals the crucial role of parental authority. On the other perspective as important it seems to be the problem of respect for the rights of the child which is under the care of their parents. Analyzing the information media and the results of scientific studies more often can be seen the emergence of a particular thread, which is violence. This applies above of violence, which is observed in the educational process. This subject for many years, meets with interest of the Polish, constitutional authority responsible for protecting the child rights, which is the Children Ombudsman. At the end of 2015., on behalf of the above Ombudsman, has been developed an extensive report entitled. “Violence in education. Between the legal ban, and public acceptance. Monitoring of the Children Ombudsman”. Analysis of this document indicates that i society existence a clear and disturbing phenomenon of violence in education. At this point, there are several important questions. In the first place it is worth considering: What is the relationship between the rights of the child and parental authority? Is similar institutions can work together, and "co-exist"? It is also worth to considering: Is education of a child can exist without the element of coercion? Is this compulsion can have a positive face? At the end it is justified to stop the on the socio - legal context of domestic violence formulation. Is the existence of the Polish legal system similar phrases, effectively defends the rights of the family, or may result in the violation of?

scholarly journals PSYCHOLOGICAL TIME AND LIVE VALUES OF STUDENTS IN THE GLOBAL SOCIETY (THE STUDY OF JAPANESE AND RUSSIANS)

2020 ◽  
pp. 180-187
Author(s):  
Екатерина Вячеславовна Забелина
Keyword(s):  
Young People ◽  
Cultural Values ◽  
Strong Relationship ◽  
Educational Process ◽  
Cultural Experience ◽  
Japanese Students ◽  
Life Values ◽  
High Dynamics ◽  
The Individual ◽  
The Relationship

Представлены результаты исследования взаимосвязи жизненных ценностей и компонентов психологического времени у студентов из России и Японии. В ходе глобализации наблюдается процесс активного обмена культурным опытом, который поддерживается высокой динамикой и размыванием культурных ценностей. Именно поэтому становится все более актуальным исследование субъективного (психологического) времени во взаимосвязи с жизненными ценностями. Цель исследования – выявление и сравнение специфики взаимосвязей компонентов психологического времени личности и жизненных ценностей у студентов из России и Японии (N = 540). Результаты корреляционного анализа позволяют говорить о различной структуре взаимосвязей психологического времени и жизненных ценностей у российских и японских студентов, что, вероятно, обусловлено культурными особенностями. Результаты исследования подтверждают прочную взаимосвязь мотивационно-ценностной сферы личности и психологического времени, несмотря на глобализационные процессы. Чем более выражены у молодых людей стремления к чему-либо, чем более сформирована мотивационно-ценностная сфера (вне зависимости от конкретной направленности мотивов и ценностей), тем более позитивно сбалансированной выглядит временная перспектива. Напротив, фокус на прошлых неудачах негативно сказывается на мотивации молодых людей, фактически блокируя их желания и намерения (особенно это справедливо в отношении российских студентов). Приводятся рекомендации по использованию результатов в процессе обучения. The article represents the results of the study of the relationship between life values and components of psychological time of students from Russia and Japan. In the course of globalization, there is a process of active exchange of cultural experience, which is supported by high dynamics and erosion of cultural values. That is why the study of subjective (psychological) time in relation to life values is becoming increasingly relevant. The purpose of the study is to identify and compare the specifics of the relationship between the components of psychological time and life values among students from Russia and Japan (N = 540). The results of the correlation analysis suggest a different structure of the relationship between psychological time and life values of Russian and Japanese students, which is most likely due to cultural characteristics. The results of the study confirm the strong relationship between the motivational and value sphere of the individual and psychological time, despite the globalization processes. The more expressed the desire of young people for something, the more the motivational and volitional sphere is formed (regardless of the specific focus of motives and values), the more positively balanced the time per-spective looks. On the contrary, the focus on past failures negatively affects the motivation of young people, actually blocking their desires and intentions (this is especially relevant for Russian students). Recommendations on the use of results in the educational process are given.

CHILD-PARENT RELATIONS AS A FACTOR IN THE FORMATION OF PROFESSIONAL PREFERENCES IN PEDAGOGICAL DYNASTIES

2020 ◽  
Vol 2 (4) ◽  
pp. 126-130
Author(s):  
N. V. SHAMANIN ◽  
Keyword(s):  
Professional Development ◽  
The Family ◽  
The Individual ◽  
Relationship Of ◽  
The Relationship ◽  
Parent Child Relationships ◽  
Professional Preferences ◽  
Parent Child

The article raises the issue of the relationship of parent-child relationships and professional preferences in pedagogical dynasties. Particular attention is paid to the role of the family in the professional development of the individual. It has been suggested that there is a relationship between parent-child relationships and professional preferences.

A qualitative exploration of young people and prison officers’ experiences of empathy within a young offenders’ institution

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Emily Anne Tarrant ◽  
Alison Torn
Keyword(s):  
Young People ◽  
Subjective Experience ◽  
Holistic Approach ◽  
Structured Interviews ◽  
Institutional Investment ◽  
Content Type ◽  
The Individual ◽  
Relationship Factors ◽  
The Impact ◽  
The Relationship

Purpose This study aims to explore the ways in which young people and prison staff (Prison Officers) within a youth custodial establishment experience empathy. Previous research tends to view empathy as a stable trait and one which people can develop through individual-centred therapy. There has been little consideration of the impact of relationship factors and context in relation to empathy experience and expression. The current study aims to address this by exploring the role of the custodial context in shaping empathy, including the potential impact of relationships, environmental factors and culture. Design/methodology/approach A qualitative approach was used to enable breadth and depth in the exploration of this area. Individual, semi-structured interviews were carried out with a purposive sample of three young people and three Prison Officers. Data was analysed using inductive thematic analysis informed by the guidelines of Braun and Clarke (2006) and King and Horrocks (2010). Findings Constructed themes included “constructions of empathy”, “recipe for empathy”, “institutional investment”, “the value of empathy” and “doing empathy”. Together, they provide detailed insight into the interplay of personal and wider contextual factors influencing the experience of empathy in a custodial setting. The findings suggest that the way in which young people and staff experience empathy in the custodial environment is unique. The findings suggest that empathy takes place within the context of relationships and is influenced by the nature of those relationships, along with the wider social context within which it occurs. Practical implications The findings of the current study support a move away from understanding empathy as an individual personality trait and instead viewing it as a dynamic experience that is changeable based upon the relationship and the context within which it occurs. The findings suggest that interventions aiming to develop empathy should look beyond the level of the individual and the relationship and focus upon developing environments that are supportive of empathy. Originality/value This study provides unique insights into the subjective experience of empathy in a custodial setting, presenting as one of the first to take a more holistic approach to understand this phenomenon.

scholarly journals Research of the Relationship Between Perfectionism and Feelings of Loneliness of Youths

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Olena Blynova ◽  
Tetyana Kostenko ◽  
Yurii Nesin ◽  
Olena Fedorova ◽  
Olena Chaban ◽  
...  
Keyword(s):  
Young People ◽  
Empirical Study ◽  
Professional Training ◽  
Young Men ◽  
Empirical Results ◽  
Theoretical Substantiation ◽  
The Individual ◽  
High Level ◽  
The Relationship ◽  
Mass Formation

The purpose of the study is a theoretical substantiation and empirical study of the psychological content parameters of the relationship between perfectionism and feelings of loneliness in youth. A new view of modern reality with its constant changes and increased requirements for the functioning of the individual in society has been substantiated. It is noted that such a view provokes the mass formation and spread of perfectionism and loneliness. It is noted that every day more and more people, especially young people, suffer from the imperfections of this world and the feeling of isolation from others. It has been established that socially conditioned perfectionism, concern for mistakes, doubts about one’s own actions and self-criticism have a positive significant connection with the feeling of loneliness in youth (p<.01). However, rigid perfectionism and self-centered perfectionism are inversely related to feelings of loneliness. It was found that young men are largely prone to self-centered perfectionism (p<.01). A pronounced high level of loneliness was observed in n=18 subjects. Attention has been drawn to the fact that doubts about one’s own actions and concern for mistakes inevitably provoke feelings of loneliness. Emphasis has been placed on important areas of actualization of empirical results in order to develop constructive perfectionism. It has been noted that the results obtained should be operationalized in educational and professional training of students-psychologists.

scholarly journals Multicultural Education From the Position of a Dialogue Approach

2020 ◽  
pp. 34-36
Author(s):  
Karine Yurevna Breshkovskaya ◽  
Nina Sergeevna Ezhkova
Keyword(s):  
Cultural Identity ◽  
Multicultural Education ◽  
Spiritual Development ◽  
Educational Process ◽  
Scientific Analysis ◽  
The Individual ◽  
Methodological Aspects ◽  
Different Cultures ◽  
The Relationship ◽  
Methodological Component

The article presents a scientific analysis of the problem of multicultural education. The dialogue approach as a methodological component of modern multicultural education, based on the position of the dialogue of cultures and cultural pluralism is characterized in the article. The concept of "dialogue" is characterized as the basis for interaction, support for the subjective position of the individual, its spiritual development in the educational process, and a way to unite different cultures. Cultural identity is highlighted as a favorable factor for introducing children to the world of culture and assimilating the values of other cultures; the relationship between cultural identity and cultural diversity is revealed, as well as the possibility of using such unity in building technologies of modern multicultural education. The methodological aspects of multicultural education of preschoolers: the process of developing values in preschoolers is creation of a multicultural educational environment. The author identifies the levels of development of value concepts in preschoolers: cognitive, evaluative, and activity. The author gives a meaningful description of pedagogical work with children at each selected level, describes the leading positions that should be used in the development of children's ideas about people of other nationalities. Methods. During the study, the authors carried out a theoretical analysis of the literature on the problem. It is concluded that in the process of implementing the principle of dialogics in multicultural education, children are prepared to understand another culture, to recognize the surrounding diversity.

scholarly journals FASION AS THE MEANS OF PERSONALITY SELF-IDENTITY

2021 ◽  
pp. 42-52
Author(s):  
Iryna Hrynyk
Keyword(s):  
Young People ◽  
Theoretical Analysis ◽  
Well Being ◽  
The Self ◽  
Individual Identification ◽  
Self Presentation ◽  
Self Identity ◽  
Psychological Mechanisms ◽  
The Individual ◽  
The Relationship

Abstract. The article carries out theoretical and empirical analysis of features of personality᾿s self-identity by means of fashion. It presents theoretical analysis of the main approaches to the interpretation of fashion and its evolution in the process of social development and describes the content characteristics of fashion as a social and psychological phenomenon and its impact on the individual identification and self-presentation. It has been determined that fashion is an important mechanism of self-presentation and identification of the individual with a certain social group. The author clarifies the scale of the fashion influence on the self-identification and self-presentation of the personality and its possible consequence revealing the psychological mechanisms of young people᾿s interest in modern fashion. The empirical study of the role and influence of fashion on self-presentation among students has been carried out. According to quantitative and qualitative analysis of the results obtained factors and the relationship between them have been singled out, which are the key to the self-identity of personality. It is confirmed that the studied groups of students perceive fashion as a means to emphasize their individuality; they have a clear need for material well-being, prestige, popularity.

Parents’ Attitude Towards the Conditions and the Organization of the Educational Process

2021 ◽  
Vol 9 (1) ◽  
pp. 18-27
Author(s):  
Olya Tyankovska
Keyword(s):  
Young People ◽  
Educational Process ◽  
Social Growth ◽  
Children's Education ◽  
The Family ◽  
Children’S Education ◽  
Main Factors ◽  
The Relationship

The article presents how parents evaluate the school, their views on the relationship between their children and the teachers. The family and the school are the two main factors for children's education and they influence learning, personal and social growth of young people. Conclusions are presented based on a survey conducted in early 2020 explaining the perceptions, views and attitudes of parents towards the educational process in a particular school.

scholarly journals TOLERANCE TO UNCERTAINTY IN THE PROBLEM OF FUNCTIONING OF PSYCHOLOGICAL BOUNDARIES OF THE INDIVIDUAL AT THE STAGE OF YOUTH

2020 ◽  
pp. 175-181
Author(s):  
Екатерина Сергеевна Фоминых
Keyword(s):  
Experimental Study ◽  
Young People ◽  
Personal Development ◽  
Space Perception ◽  
Internal Space ◽  
Psychological Resources ◽  
Personality Functioning ◽  
The Individual ◽  
Everyday Reality ◽  
The Relationship

Рассматривается проблема функционирования личности в условиях современной неопределенности и изменчивости. В центре настоящего исследования – взаимосвязь толерантности к неопределенности и психологических границ личности в юности. Рассмотрены понятия «толерантность» и «интолерантность» к неопределенности, психологические границы, обоснована взаимосвязь между рассматриваемыми конструктами. Проведено эмпирическое исследование специфики взаимосвязи толерантности к неопределенности и функций психологических границ молодежи. В ходе эксперимента использовались методики: «Новый опросник толерантности-интолерантности к неопределенности» (Т. В. Корниловой), «Методика диагностики психологических границ личности» (Т. С. Леви). Экспериментальное исследование позволило выявить преобладание интолерантности к неопределенности (в том числе межличностной интолерантности к неопределенности) и несформированность психологической границы в период юности. Установлена взаимосвязь между следующими показателями: невпускающей, сдерживающей функциями психологических границ и межличностной интолерантностью к неопределенности; интолерантностью к неопределенности и сочетанием высоких значений по невпускающей, сдерживающей и низких значений по проницаемой, нейтральной, вбирающей функциями психологических границ. Результаты исследования указывают на негибкость, неадаптивность, жесткость, непроницаемость и закрытость психологических границ молодежи, трудности обмена информацией и энергией между внешним и внутренним пространством, восприятие неопределенности как угрозы, избегание ситуаций противоречивости и изменчивости, уход от контактов. Выявленные особенности способствуют наращиванию стагнирующих тенденций, виктимизации, препятствуют личностному развитию и росту. Полученные результаты могут быть использованы для построения программ психолого-педагогического сопровождения молодежи в вопросах активизации их внутренних психологических ресурсов, необходимых для эффективного функционирования в условиях непрерывных вызовов повседневной реальности. The article deals with the problem of personality functioning in the conditions of modern uncertainty and variability. This research focuses on the relationship between tolerance to uncertainty and psychological boundaries of personality in youth. The concepts of tolerance and intolerance to uncertainty, psychological boundaries are considered; the relationship between the considered constructs is substantiated. An empirical study of the specifics of the relationship between tolerance to uncertainty and the functions of psychological boundaries of young people is conducted. During the experiment, the following methods were used:» New questionnaire of tolerance-intolerance to uncertainty «(T. V. Kornilova),» Method of diagnostics of psychological borders of personality « (T. S. Levi). The experimental study revealed the predominance of tolerance to uncertainty (including interpersonal tolerance to uncertainty) and the lack of formation of the psychological border in the period of youth. The relationship between the following indicators is established: non-admitting, restraining functions of psychological boundaries and interpersonal tolerance to uncertainty; tolerance to uncertainty and a combination of high values for non-admitting, restraining and low values for permeable, neutral, absorbing functions of psychological boundaries. The results of the study indicate inflexibility, maladaptivity, rigidity, impenetrability and closeness of psychological boundaries of young people, difficulties in exchanging information and energy between the external and internal space, perception of uncertainty as a threat, avoiding situations of inconsistency and variability, and avoiding contacts. The identified features contribute to the growth of stagnating trends, victimization, and hinder personal development and growth. The results obtained can be used to build programs for psychological and pedagogical support of young people in terms of activating their internal psychological resources necessary for effective functioning in the conditions of continuous challenges of everyday reality.

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